Artırılmış Gerçeklik uygulamalarının sosyal bilgiler öğretmen adaylarının genel fiziki coğrafya dersi başarı-tutum ve öğrenci görüşlerine etkisi
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Tarih
2023
Yazarlar
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, Artırılmış Gerçeklik uygulamasıyla tasarlanmış genel fiziki coğrafya dersinin, öğrencilerin akademik başarısına ve tutumuna etkisinin incelenmesi amaçlanmıştır. Bununla birlikte öğrencilerin Artırılmış Gerçeklik ile ilgili görüşleri tespit edilmiştir. Bu amaç doğrultusunda araştırmacı tarafından “Genel Fiziki Coğrafya Tutum Ölçeği” ve “Genel Fiziki Coğrafya Başarı Testi” geliştirilmiştir. Araştırmada Karma yöntemlerden Açıklayıcı Sıralı desen tercih edilmiştir. Necmettin Erbakan Üniversitesi Sosyal Bilgiler Öğretmenliği 1. sınıf öğrencileri çalışma grubunu oluşturmaktadır. Çalışma grubu seçkisiz örneklem yöntemi ile belirlenmiştir. Araştırmanın nicel boyutunda ön-test son-test kontrol gruplu seçkisiz deneysel desen kullanılmıştır. Pilot aşamada uygulanan AFA ile DFA analizi sonucunda tutum ölçeğindeki croancbach ⍺=0,890 hesaplanmıştır. Başarı testinin sonucunda ise KR-20=0,79 ile KR-21=0,73 bulunmuştur. Bu sonuçların geçerlilik ve güvenirliliğe uygun olduğu tespit edilmiştir. Araştırma kapsamında 10 haftalık ders süresince deney grubuna Artırılmış Gerçeklik ortamında tasarlanmış materyal uygulanmıştır ve kontrol grubunda ise geleneksel öğretim yöntemi kullanılmıştır. Çalışmanın nicel boyutunda gruplar arasında tutum ölçeği ve başarı puanları karşılaştırılarak anlamlı bir farklılığın olup olmadığı istatiksel yöntemlerle analiz edilmiştir. Çalışmanın nitel aşamasında ise yarı yapılandırılmış açık uçlu görüşme formu uygulanmıştır. Nicel Analizler SPSS programıyla Bağımsız Örneklem t testi, bağımlı örneklem (paired samples) t testi, pearson korelasyon analizi ile sayısal verilerden elde edilmiştir. Nitel boyutunda içerik analiz yöntemi uygulanmıştır ve kategoriler ile kodlar oluşturulup yorumlanmıştır. Sonuçlar incelendiğinde, tutum ölçeğinde kontrol grubundaki öğrencilerin ön-test ve son-test puanlarında anlamlı bir farklılık yoktur. Deney grubundaki öğrencilerin ise uygulama öncesi ve sonrası puanlarında anlamlı bir farklılık bulunmamaktadır. Deney grubu korelasyon analizinde ön-test ve son-test arasında düşük düzeyde ilişki gözlemlenmiştir. Uygulamanın tutum ölçeğindeki etki büyüklüğü ise çok küçük düzeydedir. Başarı testinin sonuçlarına göre, kontrol grubunun ön-test ile son-test puanlarında anlamlı farklılık yoktur. Deney grubunda yer alan öğrencilerin ön-test ile son-test puanları arasında da anlamlı farklılık bulunamamıştır. Fakat deney grubunun korelasyon analizinde orta düzeyde pozitif ilişki saptanmıştır. Nitel bölümden elde edilen sonuçlar nicel bölümü destekler niteliktedir. Artırılmış Gerçeklik ortamının öğrencilere olumsuz görüşler kazandırdığı belirlenmiştir. Katılımcıların görüşlerinde çevrimiçi süreçte teknolojik yetersizlikler, internet sıkıntıları, teknik arıza ve mobil cihazların eski olduğu sonucuna ulaşılmıştır. AG uygulamasının olumlu yönlerini bildiren öğrenci sayısının az olduğu gözlemlenmiştir. Bu doğrultuda, AG‟nin üç boyutlu, somut, eğlenceli, ilgi çekici, gerçekçi olduğu sonucu elde edilmiştir. Bazı öğretmen adayları tarafından Genel beşeri coğrafya ve Türkiye fiziki coğrafya derslerinde de AG‟nin daha uygulanabilir olduğuna vurgu yapılmıştır.
This study aims to examine the effect of the general physical geography course designed with the Augmented Reality application on students' academic achievements and attitudes. In addition, students' views on Augmented Reality were determined. For this purpose, "General Physical Geography Attitude Scale" and "General Physical Geography Achievement Test" were developed by the researcher. The Explanatory Sequential Design, one of the mixed methods, was preferred in the study. The students studying in the 1st grade at Necmettin Erbakan University Social Sciences Teaching department constitute the study group. The study group was determined by the simple random sampling method. In the quantitative dimension of the study, a randomized experimental design with pre-test, post-test and control group was used. As a result of the EFA and CFA analysis applied in the pilot phase, the croancbach was calculated as ⍺=0.890 in the attitude scale. KR20=0.79 and KR-21=0.73 were found with the achievement test. It was determined that these results were suitable for validity and reliability. Within the scope of the study, the material designed in Augmented Reality environment was applied to the experimental group during the 10-week course, and the traditional teaching method was used in the control group. In the quantitative dimension of the study, the attitude scale and achievement scores were compared between the groups and statistical methods were used to analyze whether there was a significant difference. In the qualitative phase of the study, a semi-structured open-ended interview form was applied. Quantitative Analyses results were obtained from the numerical data of Independent Sample t test, dependent sample (paired samples) t test and Pearson correlation analysis by using SPSS program. In the qualitative dimension, content analysis method was applied, and categories and codes were created and interpreted. When the results were examined, no significant difference was found in the pre-test and post-test scores of the students in the control group in the attitude scale. There was no significant difference in the scores of the students in the experimental group before and after the application. In the correlation analysis of the experimental group, a low level of correlation was observed between the pre-test and post-test. The effect size of the application on the attitude scale was very small. According to the results of the achievement test, there was no significant difference in the pre-test and post-test scores of the control group. No significant difference was found between the pre-test and post-test scores of the students in the experimental group. However, a moderate positive correlation was found in the correlation analysis of the experimental group. The results obtained from the qualitative part support the quantitative part. It was determined that the Augmented Reality environment gave students negative opinions. According to the opinions of the participants, it was concluded that there were technological inadequacies, internet problems, technical malfunctions in the online process and mobile devices were old. The number of students reporting the positive aspects of AR application was observed to be low. Accordingly, it was concluded that AR is three-dimensional, concrete, entertaining, interesting and realistic. It was emphasized by some pre-service teachers that AR is more applicable in the courses of General human geography and Türkiye physical geography.
This study aims to examine the effect of the general physical geography course designed with the Augmented Reality application on students' academic achievements and attitudes. In addition, students' views on Augmented Reality were determined. For this purpose, "General Physical Geography Attitude Scale" and "General Physical Geography Achievement Test" were developed by the researcher. The Explanatory Sequential Design, one of the mixed methods, was preferred in the study. The students studying in the 1st grade at Necmettin Erbakan University Social Sciences Teaching department constitute the study group. The study group was determined by the simple random sampling method. In the quantitative dimension of the study, a randomized experimental design with pre-test, post-test and control group was used. As a result of the EFA and CFA analysis applied in the pilot phase, the croancbach was calculated as ⍺=0.890 in the attitude scale. KR20=0.79 and KR-21=0.73 were found with the achievement test. It was determined that these results were suitable for validity and reliability. Within the scope of the study, the material designed in Augmented Reality environment was applied to the experimental group during the 10-week course, and the traditional teaching method was used in the control group. In the quantitative dimension of the study, the attitude scale and achievement scores were compared between the groups and statistical methods were used to analyze whether there was a significant difference. In the qualitative phase of the study, a semi-structured open-ended interview form was applied. Quantitative Analyses results were obtained from the numerical data of Independent Sample t test, dependent sample (paired samples) t test and Pearson correlation analysis by using SPSS program. In the qualitative dimension, content analysis method was applied, and categories and codes were created and interpreted. When the results were examined, no significant difference was found in the pre-test and post-test scores of the students in the control group in the attitude scale. There was no significant difference in the scores of the students in the experimental group before and after the application. In the correlation analysis of the experimental group, a low level of correlation was observed between the pre-test and post-test. The effect size of the application on the attitude scale was very small. According to the results of the achievement test, there was no significant difference in the pre-test and post-test scores of the control group. No significant difference was found between the pre-test and post-test scores of the students in the experimental group. However, a moderate positive correlation was found in the correlation analysis of the experimental group. The results obtained from the qualitative part support the quantitative part. It was determined that the Augmented Reality environment gave students negative opinions. According to the opinions of the participants, it was concluded that there were technological inadequacies, internet problems, technical malfunctions in the online process and mobile devices were old. The number of students reporting the positive aspects of AR application was observed to be low. Accordingly, it was concluded that AR is three-dimensional, concrete, entertaining, interesting and realistic. It was emphasized by some pre-service teachers that AR is more applicable in the courses of General human geography and Türkiye physical geography.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Sosyal Bilgiler, Fiziki Coğrafya, Artırılmış Gerçeklik, Başarı Testi, Tutum Ölçeği, Social Studies, Physical Geography, Augmented Reality, Achievement Test, Attitude Scale
Kaynak
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Scopus Q Değeri
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Sayı
Künye
Ünal, A. V. (2023). Artırılmış Gerçeklik uygulamalarının sosyal bilgiler öğretmen adaylarının genel fiziki coğrafya dersi başarı-tutum ve öğrenci görüşlerine etkisi. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Konya.
